KENYATTA UNIERSITY

SCHOOL : EDUCATION

DEPARTMENT : EDUCATION MANAGEMENT POLICY AND

CURRICULUM STUDIES

UNIT CODE : EMP 811.

UNIT TITLE : CHALLENGES FACING EDUCATIONAL PLANNING

IN DEVELOPING COUNTRIES.

NAME : KEN WILSON OBONYO

ADM.NO : E55/CE/21240/2023

LECTURER : DR. NORBER OGETA.

ASSIGNMENT : CRITICALLY DISCUSS USING RELEVANT EXAMPLES

REASONS WHY BENCHMARKING IS VERY

IMPORTANT IN EDUCATION PLANNING PROCESS AND

IMPLEMENTATION OF ANY EDUCATION PROCESS.

BENCHMARKING.

Benchmarking has been defined by Jackson and Lund (2000:6) as:

Benchmarking is, first and foremost, a learning process structured to enable those engaging in

the process to compare their services/activities/ products to identify their comparative

strengths and weaknesses as a basis for self-improvement and/or self-regulation.

Benchmarking is quite imperative for an educational planner in education system because it

addresses the upscale and criteria’s an educational planner can use in improving various sets

of techniques/ instructions being used in any given institution of higher learning, secondary

schools, and even primary school. Various learning institutions have had preexisting systems

of education which have been laid in the given institutions under the banner of the Ministry

of Education. This has resulted to difference in performance in the institutions registered

under the ministry. The existing systems at one point have been efficient, as per the results of

performance of the school: subject mean score, students’ grades, performance in co-

curriculum activities etc. With the changes in trends in the field of education and the

integration of Information and communication technology the former learning techniques in

one way or the other may be deemed redundant depending on-the-ground variables like

context, timing, available resources, levels of poverty, culture and even history. Some

educational planners have sought for meeting in the five-star hotel to see how presentations

are done i.e. webinars’ thinking that is benchmarking which is not yet what they are doing is

networking which is not bad.

The benchmarking process typically involves the following steps:

1. Identifying Benchmarking Objectives: For a learning institution to benchmark, it

must clearly define the goals and objectives of the benchmarking initiative. Determine
 what aspects of the organization's performance or processes will be benchmarked and

why.e.g. this can either be in terms of student’s performance, general subject’s

performances, individual teacher’s subject’s performances and the General school

mean scores/course performance and lecturer’s publications.

2. Selecting Benchmarking Partners: Any learning institution can identify an

institution to benchmark against e.g. faculty of education at University of Nairobi

having a benchmark at the faculty of education at Kenyatta University or Ngere High

School benchmarking at Starehe boys being that these institutions are direct

competitors, leaders in the field of academia, best-in-class organizations, or even

internal departments. This can have a wide array i.e. Ngere boys checking how

physics department at Starehe boys Centre is highly organized.

3. Collecting Data: In the field of education any learning institutions will then gather

relevant data and performance metrics related to the areas being benchmarked. This

involves quantitative data analysis on a unit/subject performance metrics, productivity

ratios, quality measures, and customer satisfaction scores, as well as qualitative

information about processes, practices, and strategies.

4. Analyzing Data: Analyze the collected data to understand the organization's current

performance and compare it with benchmarking partners or industry standards.

Identify areas of strength and areas for improvement.

5. Identifying Best Practices: Study the practices, processes, strategies, and

performance of benchmarking partners to identify best practices that can be adapted

or implemented within the organization.

 6. Setting Performance Targets: Based on the benchmarking findings and best

practices identified, set realistic performance targets and goals for improvement.

These targets should be specific, measurable, achievable, relevant, and time-bound

(SMART).

7. Developing Action Plans: Develop action plans and strategies to implement changes

and improvements identified through benchmarking. Assign responsibilities, allocate

resources, and establish timelines for implementation.

8. Implementing Changes: Execute the action plans and implement the identified

improvements within the organization. Monitor progress closely and adjust as

necessary.

9. Evaluating Results: Continuously monitor and evaluate the results of the

benchmarking initiative. Assess the impact of implemented changes on performance

metrics and organizational goals.

10. Continuous Improvement: Use the insights gained from benchmarking to drive

continuous improvement within the organization. Regularly revisit benchmarking

processes to stay updated on industry trends, emerging best practices, and new

opportunities for improvement.

Approaches in Benchmarking.

McKinnon, Walker, and Davis (2000:7) provide a useful summary of the main approaches to

the formulation of benchmarks. They distinguish criterion reference and quantitative as the

two types of benchmarking approaches. Where the criterion reference approach defines the

attributes of good practice in a particular area, thus enabling universities to benchmark their

success in that area through a direct comparison of their performance against the criterion. In
contrast, quantitative benchmarks distinguish normative and competitive levels of

achievement, enabling assessments to be made of differences in practice between institutions.

Types of Benchmarking.

There are four different types of benchmarking among others: internal benchmarking,

functional benchmarking, competitive and generic bench marking.

Internal benchmarking is one which an educational planner does among closely related

parameters i.e. History and government learners at a school being instructed by different

teachers and this on the other hand relays different results at the student level and even at the

collated subject with matters of curriculum left constant. This can be benchmarked by an

educational planner at the departmental/students’ level to check the mode of instruction used

by the different History and government teachers internally. This will aid a planner

understanding on the functionalities that can be changed at this given level to limit

performance disparities.

Functional benchmarking is one where an educational planner compares performance and

procedures between similar functions, across different learning institutions i.e. a planner in

the field of education may like to understand reasons why performance in different schools

the way are they are, yet the school curriculum is same country wide. This will help an

educational planner bring the understanding of what needs to be rectified e.g. some schools

may perform well due to exposure of more practical in science subject while those not

exposed may functionally perform poorly.

Competitive benchmarking is one where an educational planner focuses on direct competitors

with specific comparable operations. An educational planner may ask him/herself why there

is difference in terms of education quality at Kenyatta University and Nairobi University, yet
they are competitors in the field of academia. An educational planner can then move to

different faculties like education. They will try to understand why education as a course being

offered at the various levels differ with quality. The findings will help assess how the quality

of education can be apt at the different learning institutions to bring about marketability in the

field of education.

Generic benchmarking is one where an educational planner undertakes benchmarking in the

best institutions externally with a representation for a particular subject E.g. An educational

planner may try to understand why education University of Eldoret produces the best Math

business teachers while the University of Nairobi produces the best English Literature teacher

and reasons why this is happening in this give manner provided that the curriculum matters

are left constant.

Importance of benchmarking

 Improve student outcomes and performance: The better you understand your

students' successes and weaknesses, the more effectively you can target those with

your curriculum and future education planning. A full understanding of student

performance only improves the learning experience for the students of the future.

 Increase efficiency and financial performance: Understanding your school’s daily

operations and how each department is performing can help you to optimize your

resources and time. Focus on improving processes that are time consuming for an all-

round boost in time management and efficiency. The more effectively your resources

are utilized across your school, the better value for money those resources become,

too.
  Better position your school: Benchmarking isn’t just about looking internally. Your

benchmark or standard helps you to better understand the market in which your

school operates. Identify where your competitors are falling short, and make sure that

your school proves your ability in all areas by comparison.

 Boost department performance: Identify where the performance lies in each

department. For example, how is your admissions department performing against

targets or standards? If stats are positive, recognize that. If the department needs a

boost, take the time to understand where further support is needed.

 Identify new ideas and initiatives: Benchmarking is half the journey towards school

growth. The next step is to take what you have learned and any data points that your

benchmarking has provided and build on those. Use this data to back up and

contextualize exciting new initiatives and ideas for leadership teams.

Conclusion: Benchmarking for Continuous Improvement

Benchmarking is a powerful tool for educational planners seeking to create a culture of

continuous improvement within their institutions. By systematically comparing practices

against high-performing schools and implementing successful strategies, educators can

elevate the quality of education they provide to all students. However, it is crucial to

acknowledge the importance of careful planning, data-driven decision making, and ethical

considerations for a successful benchmarking initiative.

Ultimately, the true value of benchmarking lies in its potential to foster a growth mindset

within the educational community. As educators engage in a continuous cycle of self-

evaluation, learning from successful practices, and adapting strategies, they pave the way for

a brighter future for their students.

REFERENCE

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for Engineering Programs: A Benchmarking Perspective. Baltimore, MD:

Author

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Education Institutions: A Case Study Approach. Journal of Educational

Administration, 32(4), 321-335.

3. Educational Benchmarking Inc. (2024). Benchmarking Report on School District

Performance: Trends and Implications for Improvement. Retrieved from

http://www.edubenchmarking.com/reports
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Comparative Analysis of High School Mathematics Performance. Journal of

Educational Research, 35(2), 167-182.

5. International Association for the Evaluation of Educational Achievement. (2022).

Trends in Benchmarking Student Learning Outcomes: A Comparative

Analysis of Global Trends. Amsterdam: Author.

6. International Benchmarking Network for Higher Education. (2015). Benchmarking

Student Satisfaction: A Comparative Analysis of Global Trends. Retrieved

from http://www.ibnhe.org/publications

7. Johnson, A., & Thompson, B. (2020). Best Practices in Teaching: A Comparative

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9. National Center for Education Evaluation and Regional Assistance. (2020).

Benchmarking Study on Teacher Effectiveness: Implications for Educational

Policy. Washington, DC: U.S. Department of Education.

10. National Center for Education Statistics. (2019). Trends in Resource Allocation in

U.S. Education Institutions: A Benchmarking Analysis. Washington, DC: U.S.

Department of Education.

11. Patel, R., & Brown, H. (2021). Benchmarking Educational Technology Integration:

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